MODELING OF THE SYSTEM OF FAMILY PREPARATION FOR PSYCHOLOGICAL AND PEDAGOGICAL CORRECTIONAL SUPPORT OF AN EARLY-AGE CHILD WITH DISABILITIES

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
G. Orazayeva ◽  
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Individual Characteristics ◽  
Psychological State ◽  
Early Age ◽  
Young Children With Disabilities ◽  
The Individual ◽  
High Level ◽  
Oriented System

The article reveals the need to prepare a family raising a child with disabilities for psychological and pedagogical correctional work. A model of a personality-oriented system of preparing parents for psychological and pedagogical correctional support for young children with disabilities is provided. The model is built taking into account the individual characteristics of parents, such as social status, psychological state, type of motivation to acquire knowledge in the field of upcoming activities. The model of the system of preparing parents to support a child with disabilities is based on the structural and content components included in it, which ensure a high level of target orientation of the system for the development of parents ' stable readiness and ability for new activities. The article assumes that the proposed system of training parents will ensure an increase in the quality of psychological and pedagogical correctional support for young children with disabilities.

scholarly journals ORGANIZATION OF WORK WITH PARENTS OF YOUNG CHILDREN WITH DISABILITIES TO PREVENT AND OVERCOME VIOLATIONS OF COGNITIVE DEVELOPMENT

2019 ◽  
pp. 8-15
Author(s):  
Veronika Yakel ◽  
Natalia Porubaeva ◽  
Ksenia Perogovskaya
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Musculoskeletal System ◽  
Children With Disabilities ◽  
Educational Process ◽  
Educational Institutions ◽  
Early Age ◽  
Skeletal System ◽  
Effective Work ◽  
Young Children With Disabilities

This article is devoted to the dissemination of experience of specialists of preschool educational institutions for children with disabilities: psychological and defectological services, the organization of effective work with parents of children of early age with disorders of the musculoskeletal system, including them in the work of DOU as a full-fledged, competent participants of educational process; the questions of increase of level of pedagogical and psychological literacy of parents in the sensorimotor and cognitive development of young children through practical methods and technologies in accordance with the requirements of the GEF TO the following categories preschoolers: children with disorders of the musculo-skeletal system

Psychological and Pedagogical Support of Young Children with Disabilities and the Risk of Developing Disability, Families Raising Them, in the Conditions of the Center for Psychological, Pedagogical, Medical and Social Assistance

2021 ◽  
Vol 18 (1) ◽  
pp. 56-64
Author(s):  
I.A. Tokareva ◽  
M.E. Soboleva ◽  
T.V. Zagoskina ◽  
Yu. P. Silinskaya
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Social Assistance ◽  
Risk Groups ◽  
Early Age ◽  
Raising Children ◽  
Young Children With Disabilities ◽  
Pedagogical Competence ◽  
Assistance Service ◽  
Difficult Cases

The article describes the practice of complex psychological and pedagogical support of families raising children with disabilities and the risk of developing disability, in the conditions of a center for psychological, pedagogical, medical and social assistance. The experience of opening an early assistance service in order to ensure the timely identification of children with disabilities, children at risk of developing disabilities is discussed. The organization of psychological and pedagogical support of families with the help of mobile teams of specialists is considered. The systematic work to improve the psychological and pedagogical competence of parents raising young children is presented, as well as various forms of work with the target group: the advisory and methodological club “Help your child” for parents (legal representatives) raising children with disabilities and children of the "risk groups " in early age, home visits, intervision of difficult cases.

Measuring and Promoting Acceptance of Young Children with Disabilities

2000 ◽  
Vol 66 (4) ◽  
pp. 491-508 ◽  
Author(s):  
Paddy C. Favazza ◽  
Leslie Phillipsen ◽  
Poonam Kumar
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Low Socioeconomic Status ◽  
Children With Disabilities ◽  
Short Term ◽  
Low Socioeconomic ◽  
Young Children With Disabilities ◽  
Acceptance Scale ◽  
The Individual

The results of two studies are presented: (a) an examination of the reliability of the Acceptance Scale for Kindergartners with a sample of non-Caucasian, low socioeconomic status (SES) children, and (b) the efficacy of an intervention designed to promote acceptance of young children with disabilities with this new sample. Results indicate that the Acceptance Scale for Kindergarten—Revised is reliable and that various components of a special friends intervention yield differential results. Specifically, results indicate that children exposed to individual components of the intervention had short-term gains in acceptance of individuals with disabilities, while children exposed to the whole intervention had short-term and long-term gains in acceptance. Exposure to the whole program is more effective than any of the individual components in producing greater changes in levels of acceptance of young children with disabilities.

Integrating Mathematics and Children’s Literature for Young Children With Disabilities

2017 ◽  
Vol 40 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Katherine B. Green ◽  
Peggy A. Gallagher ◽  
Lynn Hart
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Individual Growth ◽  
Early Numeracy ◽  
Development Indicators ◽  
Mathematics Ability ◽  
Future Success ◽  
Young Children With Disabilities ◽  
Quasi Experimental ◽  
The Individual

Math skills are critical for children’s future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50 preschool aged children with disabilities examined the effects of an intervention that integrated mathematics and literature on early numeracy skills. The intervention was conducted 3 days per week for 6 weeks, and consisted of an interactive shared storybook reading including mathematical content through scripted questioning and discussions and story-related mathematical activities after the reading of the story. Children who received the intervention scored significantly higher than the comparison group in total math ability, quantity comparison, one-to-one correspondence counting, and oral counting as measured by scores on the Test of Early Mathematics Ability, Third Edition (TEMA-3) and the Individual Growth & Development Indicators Early Numeracy (IGDIS-EN).

Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States

2021 ◽  
pp. 105381512110376
Author(s):  
Elizabeth A. Steed ◽  
Ngoc Phan ◽  
Nancy Leech ◽  
Renee Charlifue-Smith
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Children With Disabilities ◽  
The United States ◽  
Special Education Services ◽  
School Closures ◽  
Young Children With Disabilities ◽  
Remote Services ◽  
Method Approach

This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.

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